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UNIVERSITY    OF    ILLINOIS    BULLETIN 

Issued  Weekly 
Vol.  XXII  October  13,  1924  No.  7 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois  under  the 
Act  of  August  24,  1912.  Acceptance  for  mailing  at  the  special  rate  of  postage  prov.ded  for  ,n 
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BUREAU  OF  EDUCATIONAL  RESEARCH  CIRCULAR  NO  31 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 

THE    PLANNING   OF   TEACHING 

By 

Walter  S.  Monroe 
Director,  Bureau  of  Educational  Research 

with 
Cooperation  of  Teachers  of  the  University  High  School 


fHE  LIBRARY  OF  THE 

FFB     7  1925 

OTVERSiTY  OF  ILLINOIS 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 
URBANA 


—- 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://www.archive.org/details/planningofteachi31monr 


THE  PLANNING  OF  TEACHING 


A  lesson  plan  necessary  for  good  teaching.  A  teacher  should 
never  go  before  a  class  without  having  previously  prepared  definite 
plans  for  the  work  of  the  period.  It  is  not  sufficient  for  him  to  be 
thoroughly  familiar  with  the  subject-matter  being  studied;  in  addi- 
tion, he  must  have  a  carefully  prepared  plan  for  the  conduct  of  the 
recitation.  As  a  part  of  his  preparation  the  teacher  should  determine  * 
the  topics,  if  any,  to  be  reviewed,  and  the  points  to  be  taken  up  in 
the  advanced  work;lhe  should  formulate  the  central  or  pivotal  ques- 
tions to  be  asked,  and  should  devise  plans  for  diagnosis  or  discovery 
of  faults  in  the  learning  of  his  students.  Until  a  teacher  has  become 
very  familiar  with  the  teaching  of  a  subject  he  should  prepare  a  some- 
what detailed  lesson  plan.  Setting  one's  ideas  down  in  writing  usu- 
ally assists  in  clarifying  and  organizing  them.  Thus  teachers  who 
write  out  their  lesson  plans  usually  prepare  better  ones  than  those 
who  do  not.  If  the  plan  is  not  reduced  to  writing  the  teacher  is  likely 
to  forget  portions  of  it  during  the  recitation,  and  also,  which  is  more 
important,  to  slight  the  planning  of  the  lesson. 

Immediate  objectives  defined  in  terms  of  student  achievements. 
A  preliminary  step  in  the  planning  of  a  lesson  is  the  determination  of  i 
the  particular  achievements  to  be  expected  of  the  students  as  a  result 
of  their  study  of  the  lesson  both  in  preparation  and  during  the  class 
period.  The  attainment  of  these  achievements  constitutes  the  im- 
mediate objectives  or  the  aim  of  the  lesson. 

It  is  essential  that  these  achievements  be  described  in  as  specific 
terms  as  possible.  If  the  outcome  of  the  learning  is  to  be  knowledge, 
the  particular  facts  and  principles  should  be  specified;  for  example, 
ability  to  solve  a  quadratic  equation  of  the  type  x2-7x+  12  =  0  by 
factoring;  ability  to  read  a  history  text  for  the  purpose  of  determin- 
ing the  important  facts;  ability  to  understand  Boyles'  Law;  ability 
to  recall  promptly  the  important  dates,  events,  and  other  facts 
previously  studied  in  history.  (The  teacher  should  write  out  tenta- 
tive lists.)  Such  objectives  as  the  following  are  too  general  and  indefi- 
nite: to  understand  the  War  of  1812;  to  study  the  circle  in  geometry; 
to  read  the  first  act  of  the  Merchant  of  Venice;  to  appreciate  the 
Legend  of  Sleepy  Hollow;  to  learn  about  sound. 


[3] 


h 


Immediate  objectives  should  be  expressed  in  terms  of  student 
achievements  rather  than  of  learning  exercises  to  be  done,  because 
the  reading  of  a  text,  the  answering  of  questions,  the  solving  of 
problems,  etc.,  are  only  a  means  to  an  end,  the  attainment  of  certain 
achievements.  Thus  the  aim  of  a  lesson  in  algebra  is  not  the  doing  I 
of  certain  exercises  but  the  acquiring  of  certain  knowledge  and 
habits.  The  aim  of  a  lesson  in  history  is  not  the  reading  of  certain 
pages  in  a  book,  or  even  the  answering  of  certain  questions,  but  the 
acquiring  of  certain  knowledge  and  perhaps  ideals  and  attitudes. 
This  may  appear  to  be  a  very  subtle  point  and  one  of  minor  im- 
portance with  reference  to  the  making  of  lesson  plans,  but  the  teacher's 
concept  of  the  aim  of  the  lesson  is  likely  to  influence  materially  his 
plans  and  his  teaching. 

The  ultimate  aims  of  education  should,  of  course,  be  kept  in 
mind,  but  they  are  not  sufficient  to  serve  as  a  direct  guide  in  the 
daily  work  with  the  class.  They  are  too  remote  and  general.  Their 
function  is  that  of  general  criteria  to  guide  the  teacher  in  formulating 
his  immediate  objectives  so  that  they  will  be  compatible  with  the 
purpose  of  education. 

Two  aspects  of  lesson  planning.  The  teacher's  task  is  to  stimu- 
late and  direct  students  in  their  learning.  This  fundamental  concept 
of  the  work  of  a  teacher  suggests  two  aspects  of  a  lesson  plan.  It 
'  should  state  or  at  least  imply^  the  things  which  the  students  are 
expected  to  do,  that  is,  the  learning  exercises  in  which  they  will  be 
asked  to  engage  in  order  to  attain  the  objectives  set  for  them.  The 
'  other  aspect  relates  to  the  activities  of  the  teacher  in  getting  his 
students  to  do  these  things,  and  in  directing  their  doing.  In  other 
words,  the  teacher  should  plan  not  only  what  he  is  to  do  during  the 
class  period,  but  also  what  the  students  are  to  do.  Many  teachers 
fail  to  make  good  plans  because  they  do  not  make  adequate  provi- 
sions for  student  activity.  For  this  reason  it  is  desirable  for  a  teacher 
to  emphasize  this  aspect  of  his  plans.  If  he  finds  that  they  tend  to  be 
weak  in  this  respect,  he  may  adopt  the  device  of  listing  the  pro- 
visions for  student  activity  in  a  separate  column.  A  teacher  is 
successful  only  as  he  succeeds  in  getting  his  students  to  be  actively 
engaged  in  doing  the  right  things. 

The  scope  of  a  lesson  plan.    In  general  a  lesson  plan  should  pro- 
vide for: 

1.  Review  of  the  work  of  the  preceding  day,  and -in  some 
cases  extending  over  a  longer  period; 

[4] 


2.  Study  of  the  assignment  to  supplement  the  preparation 
already  made  by  the  members  of  the  class; 

3.  Advanced  assignment. 

The  time  devoted  to  review  will  vary.  Sometimes  it  may  occupy 
most  of  the  class  period.  At  other  times  it  may  be  omitted  alto- 
gether. When  a  new  topic  is  taken  up,  the  entire  recitation  may  be 
devoted  to  the  advanced  assignment.  When  the  study  of  a  topic 
extends  over  two  or  three  days  it  will  happen  frequently  that  little 
time  after  the  first  day  will  be  required  for  the  advanced  assignment, 
since  the  students  are  to  continue  work  on  the  assignment  already 
made.  As  the  time  to  be  devoted  to  review  and  to  the  advanced 
assignment  varies,  there  will  be  a  corresponding  variation  in  the 
time  available  for  supplementing  the  pupils'  preparation  of  the  les- 
son. Consequently  the  plan  for  some  lessons  will  be  devoted  largely 
to  review;  for  others  it  will  deal  only  with  the  assignment;  and  for 
still  others  it  will  omit  both  the  review  and  the  assignment. 

A  lesson  plan  usually  should  be  an  integral  part  of  a  larger  unit. 
The  lesson  for  a  single  day  almost  always  constitutes  a  portion  of 
some  larger  unit  of  the  course.  It  cannot  be  planned  effectively 
without  taking  into  consideration  its  relation  to  the  other  phases  of 
the  topic  or  unit  of  work.  The  proper  procedure  is  to  outline  the 
larger  unit,  subdivide  it  into  daily  lessons,  and  then  plan  each  of 
these  in  detail  and  in  relation  to  each  other  as  a  group  and  not  as 
isolated  lessons.  This  will  lead  the  teacher  to  see  what  is  coming  in 
the  future  and  to  relate  the  work  of  the  present  to  that  which  will 
follow.  It  will  very  materially  assist  in  preventing  fragmentary 
learning  such  as  tends  to  develop  if  each  day's  lesson  is  planned 
independently  of  those  which  are  to  come. 

A  lesson  plan  should  not  be  followed  slavishly.  Although  it  is 
important  that  the  teacher  prepare  a  complete  lesson  plan,  it  should 
not  be  followed  slavishly.  Even  the  teacher  who  knows  his  students 
well,  will  not  be  able  to  anticipate  all  of  the  conditions  that  will  arise. 
The  review  may  reveal  unexpected  weaknesses;  students  may  ask 
questions  which  the  teacher  has  not  anticipated.  A  good  teacher  will 
not  hesitate  to  modify  his  plan  at  any  time  so  as  to  adapt  his  instruc- 
tion to  the  revealed  needs  and  interests  of  his  class  even  though  it 
may  mean  a  radical  departure  from  his  carefully  prepared  plan.  On 
the  other  hand  he  will  avoid  being  misled  by  questions  not  pertinent 
to  the  lesson  and  will  depart  from  his  plan  only  when  he  believes  there 
are  good  reasons  for  doing  so. 

[5] 


Illustrations  of  lesson  plans.  Through  the  cooperation  of 
Principal  L.  W.  Williams  of  the  University  High  School,  a  number  of 
lesson  plans  were  secured  from  his  teachers.  These  are  representative 
of  the  planning  which  these  teachers  are  accustomed  to  do  in  pre- 
paring for  their  regular  teaching.  They  are  reproduced  on  the  follow- 
ing pages  as  examples  of  practical  lesson  plans  rather  than  as  perfect 
models.  It  is  believed,  however,  that  they  illustrate  the  application 
of  sound  educational  principles.  Except  for  minor  editorial  changes, 
made  usually  in  order  to  economize  space,  the  plans  are  reproduced 
as  contributed  by  the  various  teachers.    Each  plan  outlines  the  work 

for  two  days.    In  most  cases  the  one  for  the  first  day  includes  the 

assignment  made  on  the  preceding  day.  The  advanced  assignment 
to  be  made  on  the  second  day  has  been  omitted.  Some  variations  in 
terminology  and  form  will  be  noted.  This  is  due  in  part  to  the 
differences  in  subject-matter  and  in  part  to  the  individuality  of  the 
teachers.  A  number  of  statements  have  been  abbreviated  but  this  is 
not  inappropriate  in  lesson  plans  since  in  general  they  will  not  be  read 
by  anyone  other  than  the  teacher  who  prepared  them.  In  some  cases 
explanatory  statements  have  been  inserted,  which  do  not  usually 
appear  in  lesson  plans,  in  order  to  assist  the  reader  in  understanding 
the  proposed  procedures. 

No  one  of  the  plans  specifically  represents  a  single  type  of  learn- 
ing and  no  single  plan  in  its  entirety  illustrates  those  types  of  lessons 
commonly  called ' '  drill/'  "  development,"  " review,"  or  "  assignment." 
Rather  they  give  us  a  cross  section  of  practical  classroom  procedures 
in  which  various  types  of  learning  are  represented.  Examples  of  a 
drill  lesson  are  found  in  Plans  Nos.  5  and  6,  a  development  lesson 
in  a  content  subject  in  Plan  No.  3,  an  effective  review  device  in  Plan 
No.  7  (laboratory  section),  and  illustrations  of  the  presentation  and 
of  the  assignment  in  Plans  Nos.  1,  4  and  7  (Lesson  1).  Certain  plans 
approximate  a  complete  example  of  a  type  of  learning,  and  attention 
is  called  to  Nos.  1,  3  and  4,  as  illustrative  of  reflective  thinking,  to 
Plan  No.  2,  as  illustrative  of  training  in  enjoyment,  and  to  Plan  No. 
6  as  an  example  of  associating  symbols  and  meanings. 

Abbreviated  lesson  plans.  The  lesson  plans  reproduced  here  will 
doubtless  impress  the  reader  as  being  elaborate,  perhaps  unnecessa- 
rily so.  This  is  partly  because  it  has  been  necessary  to  include  some 
explanatory  statements  so  that  the  proposed  procedures  will  be 
understood  by  the  reader.  It  is  realized  that  the  actual  plans  pre- 
pared by  many  successful  teachers  are  much  less  elaborate.    After 

[6] 


the  teacher  has  had  a  year  or  two  of  experience,  an  abbreviated  plan 
frequently  will  be  satisfactory.  On  the  other  hand,  an  abbreviated 
plan  may  not  represent  thoughtful  planning,  and  in  such  a  case  is  to 
be  condemned.  A  teacher  should  make  certain  that  he  has  made 
adequate  preparation  for  each  day's  work  and  this  will  usually  re- 
quire that  he  has  planned  his  teaching  in  considerable  detail. 


[7] 


II. 


PLAN  NO.  1 
PHYSICS 

Prepared  by  J.  W.  Appling 
LESSON  I. 

Aim.  To  study  the  heating  and  ventilating  system  of  the  Uni- 
versity High  School  with  special  emphasis  upon  the  princi- 
ples involved.  (The  class  has  already  studied  most  of  the 
principles  involved.) 

Assignment  (made  at  preceding  meeting  of  class) : 

1.  Questions  to  start  thinking  and  some  discussion: 

(a)  What  devices  do  you  see  in  this  room  which  might  be 
related  to  heating  or  ventilating? 

(b)  Why  use  two  thermometers  in  each  room  ? 

(c)  Why  do  some  pipes  in  the  room  have  a  covering  while 
others  do  not? 

(d)  What  is  the  source  of  heat  for  our  system  ? 

(e)  Can  this  room  be  kept  at  a  uniform  temperature  all  day? 
(/)  How  does  a  compressed  air  thermostat  operate? 

2.  Reference:  "Practical  Physics."  Millikan  and  Gale.  p.  210-13. 
Presentation  of  new  material. 

Methods  used  to  teach  each 
fact  or  principle 

1.  (a)  W7hat  are  the  horizontal 
pipes  near  the  ceiling  used  for  ? 

(b)  Are  these  sufficient  to  heat 
the  room? 

(c)  Why  are  some  pipes  cov- 
ered? 

2.  (a)  Can  air  which  is  used  for 
ventilating  be  used  to  help  heat 
the  room?  How? 

(b)  Wrhere  could  such  air  enter 
the  room  ? 

(c)  How  can  we  determine 
where  the  air  enters?  (Demon- 
stration using  candle  flame.) 


III. 

Facts  or  principles  to 

be  taught 

1.  Steam  heating  coils  are  used 

to  help  heat  the  room.   (There  are 

no   ordinary   steam   radiators   in 

the  room.) 


2 .  WTarm  air  is  used  to  help  heat 
the  room.  (The  Beery  System  is 
used.) 


[8] 


3.  Thermostats  are  the  auto- 
matic devices  which  regulate 
temperature.  Their  operation 
depends  upon  the  bending  of  a 
bimetallic  bar  due  to  unequal  ex- 
pansions caused  by  heat.  This 
bending  finally  operates  com- 
pressed air  valves,  the  compressed 
air  then  regulates  steam  valves 
and  air  dampers. 


4.  The  success  of  this  system 
depends  (1)  upon  everyone  in  the 
school  knowing  the  importance 
of  keeping  windows  and  doors 
closed;  (2)  upon  everyone  in  the 
school  cooperating. 


(d)  Heated  air  is  lighter  or 
heavier  than  cooler  air? 

(e)  How  do  you  account  for  the 
heated  air  entering  above  and 
leaving  through  vents  near  the 
floor? 

(/)  Ask  pupil  to  sketch  on  the 
blackboard  direction  of  air  cur- 
rents in  the  classroom. 

3.  (a)  How  does  the  room 
maintain  so  uniform  a  temper- 
ature? 

(b)  Describe  how  a  thermostat 
operates. 

(c)  The  principle  and  operation 
of  the  thermostat  is  shown  by  an 
excellent  film  which  can  be 
borrowed  from  the  Johnson  Ser- 
vice Company  (Milwaukee).  This 
film  contains  a  good  series  of  ani- 
mated drawings,  which  show  very 
clearly  how  the  thermostat  works. 
As  a  substitute,  their  catalogs  and 
descriptive  matter  are  very  good. 

4.  (a)  The  teacher  opens  a 
window.  Just  how  does  this  open 
window  affect  the  air  currents 
(1)  in  the  room?  (2)  in  the  build- 
ing? 

(b)  How  can  the  importance  of 
keeping  windows  and  doors  closed 
be  impressed  on  'the  rest  of  the 
school?  (Use  of  assembly,  pos- 
ters, etc.) 


IV.  Summary. 


1.  How  would  you  sum  up  the  means  of  heating  our  classroom? 

2.  How  is  our  classroom  ventilated? 

3.  What  means  are  provided  to  keep  the  temperature  of  the  room 
uniform? 


[9] 


V.  Assignment  for  following  day.    (See  Lesson  II.) l 

LESSON  n 

I.  Aim.  To  inspect  the  heating  and  ventilating  system  of  the  Uni- 
versity High  School  and  to  have  each  pupil  write  his  report 
on  "How  the  University  High  School  is  Heated  and  Venti- 
lated." 
II.  Assignment,  (made  at  preceding  meeting  of  class) : 

1.  The  teacher  announces  that  during  the  laboratory  period  an 

inspection  of  the  heating  and  ventilating  system  will  be 
made.  Following  the  inspection  each  pupil  will  write  a 
report  on  it. 

2.  Reference  (These  will  be  found  on  reserve  in  the  library.) : 

"The  Heating  and  Ventilating  System  of  the  New  Edu- 
cation Building,  University  of  Illinois."     A.  C.  Willard. 

Blueprints  showing  the  arrangement  and  how  the  sys- 
tem operates. 

III.  Review.    A  review  of  yesterday's  lesson  should  be  brought  out 

by  the  teacher  as  the  entire  system  is  studied  and  inspected 
during  today's  lesson. 

IV.  Presentation  of  new  material. 

Fact  or  principle  to  Methods  used  to  teach  each 

be  taught  fact  or  principle 

1.  The  rooms  are  ventilated  by  1.  (a)  Blue  prints  of  the  system 

fresh  air,  which  is  sucked  in  from     are  studied  briefly  before  the  in- 
outside   of  the    building,   partly     spection  trip  is  started  to  see  if 
heated,  washed  and  then  forced     there  are  any  points  not  clear, 
to  the  various  rooms  by  a  large         (b)  The  class  with  the  teacher 
fan.  as  a  guide  visits  the  attic  where 

the  fresh  air  enters  the  building 
and  the  air  chambers  in  the  base- 
ment. 
V.  Summary.  The  teacher  gives  the  following  definite  directions  on 
how  to  write  the  report. 

1.  State  the  purpose  of  your  report. 

2.  Discuss  how  the  direct  heating  is  done. 


xThe  assignment,  although  made  on  the  first  day,  is  reproduced  in  Lesson  II,  in 
order  that  it  may  appear  in  connection  with  its  recitation. 

[10] 


3.  Discuss  how  the  ventilation  system  operates. 

4.  Describe  any  special  separate  systems  connected  with  the 
ventilation  system.    (Air  from  laboratories,  toilets,  kitchens.) 

VI.  Assignment  for  following  day.1 


JThe  assignment  is  not  reproduced  as  the  lesson  plan  to  which  it  refers  is  not 
included  in  this  circular. 

[11] 


PLAN  NO.  2 
ENGLISH  LITERATURE,  MODERN  DRAMA 

Prepared  by  L.  McHarry 

Aim  of  the  entire  unit  of  work:  To  teach  the  appreciation  of  the 
modern  English  drama  as  a  unit  in  itself  and  as  a  link  in  the  chain  of 
English  drama  development. 

LESSON  I 

I.  Aim.  To  teach  the  characteristics  and  tendencies  of  the  modern 
English  drama  in  preparation  for  further  study  and  reading 
of  drama. 

II.  Assignment  (made  at  preceding  meeting  of  class). 

1 .  Read  Miss  Rich's  discussion  of  the  characteristics  and  tenden- 

cies of  the  modern  drama. 
What  do  you  think  she  means  by  tendency?  Make  an  outline 

of  graphic  nature,  showing  characteristics  of  each  tendency 

and  an  example  of  each.    Memorize  the  new  date  and  the 

facts  connected  with  it. 
Which  plays  mentioned  by  Miss  Rich  have  you  seen  acted? 

Do  you  agree  with  her  classifications? 
Which  movies  have  you  seen  that  would  illustrate  each  type 

of  modern  drama?1 
Read  before  Thursday  any  one-act  play  from  our  library 

shelves.   Thursday's  class  time  will  be  given  over  to  reports 

upon  these  plays.2 

2.  Textbook:    A  Study  of  the  Types  of  Literature,  p.  316-21. 
Any  modern  one-act  play  from  our  library  shelves. 

III.  Review. 

Subject-Matter  Method 

The  development  of  the  Eng-  The  teacher  draws  a  long  line 

lish  drama  up  to  1890.  across  the  blackboard  and  places 


*At  this  point  students  were  urged  to  attend  two  one-act  plays  to  be  staged  that 
night  by  Mask  and  Bauble.  They  were  asked  to  be  ready  to  offer  criticisms  the  next 
day  along  the  lines  of  Miss  Rich's  analysis. 

2Three  students  were  designated  to  act  as  "captains"  for  aiding  other  members 
of  the  class  so  that  each  type  of  play  would  be  represented  in  the  reports. 

[12] 


IV.  Development. 

Subject-Matter 
The  beginnings  of  the  modern 
drama. 

Ibsen— 1890 
The  characteristics  of  the  vari- 
ous   tendencies    of    the    modern 
drama: 

1.  The  Romantic  Plays 

2.  The  Realistic  Plays 

3.  The  Symbolic  Plays 

4.  One-act  Plays 

5.  Poetic  Plays 

6.  Irish  Plays 

Outstanding  differences  be- 
tween the  modern  drama  and  the 
older  drama. 


the  date,  55  B.  C,  at  one  end  and 
the  date,  1924,  at  the  other  end. 
A  student  is  designated  to  fill  in 
the  dates  needed  to  divide  the 
line  into  the  periods  of  English 
literature.  A  second  student  is 
designated  to  put  in  the  im- 
portant dates  and  facts  that  have 
been  noted  thus  far  in  our  study 
of  the  development  of  the  Eng- 
lish drama. 

Method 

Who  will  add  a  new  date  to 
our  outline  on  the  board? 

Student  volunteers  and  puts 
1890  with  name  of  Ibsen  on  the 
line.1 

The  students  are  asked  to  give 
the  lists  of  characteristics  for  the 
various  tendencies  of  the  modern 
drama  as  they  have  recorded 
them  on  their  outlines.  Suffic- 
ient repetitions  are  made  to  be 
sure  that  these  are  definitely 
enough  in  mind  to  insure  intelli- 
gent discussion  during  the  next 
few  days. 

The  teacher  calls  for  volun- 
teers to  name  movies  they  have 
attended  and  to  prove  their 
tendencies  by  reference  to  these 
characteristics. 

Several  students  read  "The 
Servant  in  the  House"  for  out- 
side reading.  We  read  "Hamlet" 
in  class.    A  brief  contrast  of  the 


xThree  students  attended  the  Mask  and  Bauble  plays.    At  this  point  the  teacher 
asks  them  to  give  their  criticisms. 


[13] 


themes,  characters,  memory  lines, 
and  plots  of  these  plays  brings 
out  the  differences  between  the 
modern  and  older  dramas. 
V.  Summary. 

The    teacher    gives    rapidly    a   list  of  drama  characteristics  and 
asks  students  to  name  the  tendencies  back  of  these  and  plays 
to  illustrate  them. 
VI.  Assignment  for  following  day.    (See  Lesson  II.)1 

LESSON  n 

I.  Aim.    To  show  what  Miss  Rich  means  by  symbolic  tendency  in 
modern  drama  and  to  prove  the  adaptability  of  the  one-act 
form  to  this  tendency. 
II.  Assignment. 

1.  Read  the  play.    Have  you  read  or  seen  any  other  play  by 

Gibson? 
Miss  Rich  had  many  plays  to  choose  from.  Why  did  she 
choose  just  this  play  for  her  text?  Which  tendency  of  the 
modern  drama  predominates  in  this  play?  Prove  your 
answer.  Make  a  definite  statement  of  the  theme  of  the 
play.  Make  a  study  of  the  dramatic  situations.  Is  the  one- 
act  form  fitted  to  the  theme  and  tendency  of  this  play? 
Give  reasons  for  your  answer. 

2.  The  Play,  The  Family  s  Pride.   Text:  p.  321-25. 
III.   Review. 

Subject-Matter  Method 

Tendencies  of  the  modern  The  teacher  passes  out  pieces 

drama.  of  paper  and  explains  to  the  stu- 

dents that  they  are  to  answer  in 
single-word  form  the  questions  to 
be  given. 

1.  When    did    modern    drama 
begin? 

2.  Under  whose  leadership? 


aSee  footnote,  p.  10. 


[14] 


IV.  Development. 

Subject-Matter 

The  Family  s  Pride  by  Gibson 

is  a  play  of  symbolic  tendency. 

It  is  a  one-act  play  expressing  the 

mystery  of  death  in  a  unified  way. 


3.  What  did  Miss  Rich  con- 
sider the  three  tendencies  of  the 
modern  drama? 

4.  Name  two  characteristics  of 
each  tendency. 

5.  Name  a  play  to  illustrate 
each  tendency. 

Method 

(This  lesson  is  to  encourage 
class  discussion.  The  following 
questions  are  to  be  used  as  leads 
by  the  teacher.  Individual  stu- 
dents may  oe  called  upon  and 
volunteers  should  be  encouraged.) 

1.  The  Play,  The  Family's 
Pride,  is  an  expression  of  which 
tendency  in  modern  drama? 

2.  Give  definite  reasons  for 
your  answer. 

3.  What  is  the  theme  of  the 
play? 

4.  Have  you  read  any  other 
play  of  like  theme? 

5.  Enumerate  details  that  grow 
into  the  general  effect  of  mystery. 

6.  How  many  dramatic  situ- 
ations are  there  in  the  play? 

7.  How  is  this  situation  de- 
veloped and  how  is  it  relieved? 

8.  Could  this  theme  have  been 
lengthened  into  five  acts? 

9.  What  is  gained  by  writing 
it  in  one  act? 


[15] 


10.  What    is    the    effect   upon 
this  single  impression  of  the  en- 
trance of  the  daughter-in-law  and 
the  baby? 
V.  Summary. 

Write  a  twenty-five  word  statement  about  The  Family's  Pride. 
Imagine  that  this  statement  is  to  be  posted  in  the  library  to 
interest  other  students  in  the  play  but  not  to  tell  them  too 
much. 
VI.  Assignment  for  following  day.1 


JSeep.  11. 

[16] 


PLAN  NO.  3. 


AMERICAN  HISTORY 

Prepared  by  I.  O.  Foster 
LESSON  I 
I.  Aims. 

1.  To  show  how  the  problem  of  "Reconstruction"  was  attacked 

and  the  part  that  political  rivalry  played  in  its  early  stages 
of  solution. 

2.  To  point  out  how  the  lack  of  tact  on  the  part  of  a  high 

official  can  contribute  to  the  defeat  of  high  purposes. 
II.  Assignment,  (made  at  preceding  meeting  of  class.) 
III.  Review  on  Statement  of  Problem.* 


Subject-Matter 
1.  The  seceded  states. 
(a)  Names. 


2.  Treatment  of  the  South  by 
Grant  and  Lincoln  at  the  close  of 
the  War. 


3.  How  the  process  of  Political 
Reconstruction  had  been  at- 
tacked before  April  30,  1866. 


Method 

1.  (a)  How  many  states  had 
seceded  ? 

(b)  Name  them. 

(c)  A  pupil  is  asked  to  show 
them  on  the  map. 

2.  (a)  How  had  Lincoln  treated 
the  South  at  the  close  of  the  Civil 
War? 

(b)  How  had  Grant  treated  the 
South  at  that  time? 

3.  (a)  What  big  problem  faced 
the  administration  of  President 
Johnson? 

(b)  After  discussion  a  pupil  is 
asked  to  write  the  problem  on  the 
board. 


*Editor  s  Note — Mr.  Foster,  the  author  of  these  lesson  plans,  has  abbreviated 
many  of  his  statements.  This  is  legitimate  in  planning  lessons  but  the  reader  will 
find  it  necessary  to  supply  many  words  in  order  to  understand  clearly  the  method 
which  Mr.  Foster  had  in  mind. 


[17] 


IV.  Presentation  of  New  Material. 

Subject-Matter 
1.  Meaning  of  Reconstruction. 


2.  Possible  Methods  of  Recon- 
struction. 


3.  Lincoln's   Policy  of  Recon- 
struction. 


4.  Johnson's  Policy  of  Recon- 
struction. 


5.  Black  Codes. 


Method 

1.  (a)  Ask  students  to  explain 
the  meaning  of  Reconstruction. 

(b)  Compare  conditions  after 
the  Civil  War  with  conditions  in 
Europe  after  the  World  War. 

(c)  Discussion  of  kinds  of  Re- 
construction by  pupils. 

(d)  Call  attention  to  fact  that 
this  lesson  deals  only  with  Politi- 
cal Reconstruction. 

2.  (a)  Call  on  definite  pupils  to 
list  the  methods  of  Reconstruction 
as  a  student  writes  them  on  the 
board. 

(b)  Ask  poor  students  for  ex- 
planations in  order  to  make  sure 
all  understand. 

(c)  Correction  of  any  errors  by 
volunteers. 

3.  (a)  Call  on  definite  pupils  to 
explain. 

(b)  Volunteers  explain  "reason- 
ableness." 

(c)  Certain  pupil  tells  of  Lin- 
coln's difficulties  in  this  work. 

4.  (a)  Definite  pupil  compares 
with  that  of  Lincoln. 

(bj  Volunteers  explain  why  he 
had  more  trouble  than  Lincoln. 

5.  (a)  Explanation  by  certain 
pupils. 

(b)  Discussion  of  legality  by 
pupils. 

(c)  Discussion  of  "reasonable- 
ness. 


[18] 


6.  Johnson's    Quarrel    with  6.  (a)  How    it    progressed,    by 

Congress.  certain  pupil. 

(b)  Whose    fault    it    was,    by 
volunteers. 

(c)  Generalization    by    teacher 
in  terms  of  aims. 

V.  Assignment  for  following  day.   (See  Lesson  II.)1 


LESSON  II 
I.  Aims. 

1.  To  show  how  Political  Reconstruction  wTas  finally  accom- 

plished. S 

2.  To  point  out  that  evils  are  likely  to  accompany  partisan  acts. 

3.  To  show  why  the  "Solid  South"  remained  Democratic. 
II.  Assignment  (made  at  preceding  meeting  of  class) : 

1.  Teacher  sets  the  following  problems  by  dictation: 

(a)  How  was  the  problem  of  Political  Reconstruction  really 
solved  ? 

(b)  Why  was  it  solved  this  way? 

(c)  What  evils  attended  its  solution  ? 

2.  Text  p.  385-90.    Extra  Credit  Reading.2 


*See  footnote,  p.  10. 

2The  extra  credit  reading  list  given  below  is  used  in  connection  with  the  two  lesson 
plans  reproduced.  Each  pupil  is  given  a  copy  of  the  list  and  is  required  each  day  to 
place  on  the  teacher's  desk  a  slip  containing  his  name,  the  exact  reference  and  the 
topic  discussed.  He  also  keeps  in  his  notebook  a  synopsis  or  outline  of  all  extra  credit 
reading. 

1.  Dunning.     Reconstruction.     (Am.  Nation).     Chaps.  I-V. 

2.  Elson.     Sidelights  on  American  History.     Chap.  VII. 

3.  Fish.     Development  of  American  Nationality.     Chap.  XXIII. 

4.  Fleming.     Sequel  of  Appomattox.     Any  part. 

5.  Hart.     Contemporaries.     Vol.  IV,  p.  145-53. 

6.  Hart.  Select  Writings  of  Lincoln,     p.  331-37. 

7.  Hosmer.     Outcome  of  Civil  War.     (Am.  Nation).     Chap.  VIII. 

8.  MacDonald.     Select  Documents,     p.  42-44;  50-52;  56-62. 

9.  Paxson.     Civil  War.     p.  174-85. 

10.  Rhodes.  History  of  U.  S.  Vol.  V,  Chap.  XXX;  Vol.  VI,  Chaps.  XXI- 
XXXII. 


[19] 


III.  Review. 

Subject-Matter 

1.  Methods  of  Reconstruction. 

2.  Reasons  for  Quarrel. 


IV.  Presentation  of  New  Material. 

Subject-Matter 
1.  Fourteenth  Amendment. 


2.  Reconstruction  Act. 


Method 
1.  Eight  minute  written  test  on 
these  questions: 

(a)  List  the  possible  methods 
that  have  been  used  in  recon- 
structing the  South. 

(b)  Why  did  Johnson  and 
Congress  quarrel? 

Method 

1.  (a)  Pupil  shows  importance 
of  the  solution  of  the  problem. 

(b)  Class  turns  to  actual  state- 
ment in  appendix. 

(c)  Analysis  of  all  important 
points. 

2.  (a)  Various  pupils  give  pro- 
visions. 

(b)  Provisions  placed  on  board 
by  pupil. 

(c)  Pupil  shows  military  dis- 
tricts on  map. 

(d)  General  discussion  of  these 
questions: 

(1)  The  wisdom  of  immediate 
negro  suffrage? 

(2)  Attitude  of  North  toward 
enforcing  it? 

(3)  Character  of  Reconstruc- 
tion government? 

(4)  Justification  for  Ku  Klux 
Klan? 

(5)  Was     Reconstruction     a 
crime?   Why? 

(6)  Feeling    of   one    section 
towards  other? 

(e)  Illustrate  by  Dixon's 
'Clansman." 


[20] 


V.  Summary  and  Generalization. 
1.  Summary  1.  Contributed  by  pupils. 

2   Generalization:    "The  Solid  2.  Relation  between   this  con- 

South"  is  a  political  survival  of     flict   and   the   Solid   South,   pre- 
the  intense  feeling  of  Reconstruc-      sented  as  problem, 
tion  days. 
VI.  Assignment  for  following  day.1 


^eep.  11. 


[21] 


PLAN  NO.  4 
BOTANY 

Prepared  by  W.  C.  Croxton 
LESSON  I 
An  Introductory  Lesson  on  Our  Relations  with  Plants 
I.  Aims. 

1.  To  arouse  interest  in  plants. 

2.  To  give  a  "Mind  set"  for  the  study  of  botany. 

3.  To  aid  pupils  to  interpret  their  environment. 

4.  To  afford  practice  in  reflective  thinking. 
II.  Assignment  (made  the  previous  day.) 

1.  Problem:    In  what  ways  do  plants  affect  us?1 

(a)  Make  a  list  of  industries,  occupations,  professions,  skilled 
and  unskilled  labor  in  Champaign-Urbana  and  underline 
those  which  are  largely  dependent  directly  upon  plants  or 
plant  products. 

(b)  State  all  of  the  ways  in  which  plant  products  have  in- 
fluenced your  life  today. 

2.  Suggestions  for  study: 

"Where  will  you  get  the  material  for  this  study?" 
"If  in  doubt  as  to  whether  any  product  is  from  plants,  what 
will  you  consult?" 
III.  Presentation:    (Clear  up  period.) 

Subject-Matter  Method 

Occupations  As  pupils  enter  the  room,  they 

Coal  dealer  will    be    asked    to    place    on    the 

Grocer  blackboard   anything   they  have 

Butcher  worked  out  in  their  first  approach 

Confectioner  to  the  solution  of  our  problem. 

Jeweler  From   these  separate  lists  the 

Lumber  dealer  class  will  make  up  a  composite 

Gas  and  Oil  Co.  list  on  the  board,  a  student  acting 

Florist  as  recorder. 


1A  few  minutes  will  be  devoted  to  a  group  discussion  of  the  problem.    Pupils  wi 
be  encouraged  to  make  statements  of  the  ways  in  which  plants  affect  our  lives. 


[22] 


Fruit  growers 

Truck  gardeners 

General  farmers 

Stock  growers 

Hardware  dealers 

Druggists 

Mechanics 

Carpenters 

Plumbers 

Etc. 
(A  list  of  fifty,  more  or  less  de- 
pending   upon    the    experiences, 
ability  and  industry  of  the  stu- 
dent and  upon  the  locality.) 

Ways  in  which  plants  entered 
into  my  life  today. 

1.  My  home  is  principally  of 
wood. 

2.  Tables,  chairs,  bed,  dress- 
er, etc.  are  made  of  wood. 

3.  I  slept  on  a  cotton  mat- 
tress. 

4.  My  bed  clothes  were 
cotton,  linen,  silk. 

5.  My  clothing  is  of  cotton, 
linen,  artificial  silk  (wood  pulp) 
rubber. 

6.  My  breakfast  and  lunch 
were  largely  of  plant  products. 

7.  My  house  was  heated  and 
my  food  cooked  by  burning 
products,  thought  to  be  formed 
largely  of  plants. 

8.  My  books,  the  newspaper 
I  read  and  my  writing  paper 
are  made  from  plants. 

9.  My  home  ground,  the 
streets  and  the  school  grounds 
are  made  beautiful  with  plants. 


Differences  in  opinion  as  to 
what  should  be  underlined  will 
result  in  discussions.  Where 
failure  to  agree  is  due  to  lack  of 
information,  encyclopedias  and 
other  sources  will  be  consulted. 
Where  the  evidence  is  practically 
equal  on  both  sides,  each  student 
will  use  his  judgment  in  making 
up  his  own  records  and  may  make 
a  separate  column  for  these  cases 
if  he  wishes. 

The  teacher  will  supplement 
where  necessary. 

Pupils  will  in  turn  read  aloud 
their  lists  of  ways  in  which  plants 
have  entered  into  their  lives  this 
day.  As  each  student  reads,  the 
others  will  add  to  their  own  in- 
dividual lists  as  new  ideas  are 
suggested  to  them.  The  student 
having  the  most  complete  list  at 
the  end  of  the  readings  will  read 
it  to  the  class  and  will  be  asked 
to  make  a  copy  of  it  for  the  bulle- 
tin board. 

Plans  for  continuing  the  study 
of  our  problem  tomorrow  will 
then  be  made. 


[23] 


10.  Other  uses:  in  medicines, 
pencils  and  pens,  street  car  on 
which  I  rode  to  school,  etc. 
IV.  Assignment  for  following  day  (See  Lesson  II.)1 

LESSON  n 

Our  Relation  With  Plants 
I.  Aims: 

1.  To  arouse  interest  in  plants. 

2.  To  give  a  "Mind  set"  for  the  study  of  botany. 

3.  To  aid  pupils  to  analyze  life  situations. 

4.  To  afford  practice  in  reflective  thinking. 

5.  To  correlate  botany  with  English  and  physiology. 
II.  Assignment,  (made  the  previous  day.) 

1.  Problem.    In  what  ways  do  plants  affect  us? 

Are  there  other  ways  in  which  plants  are  important  to  us? 

(a)  Summarize  in  a  single  statement  the  direct  dependence  of 
the  occupations  upon  plants. 

(b)  In  a  brief  paragraph  on  each,  state  the  relationship  of 
plants  to  our  food,  clothing,  shelter,  warmth  and  con- 
veniences. 

(c)  Make  a  list  of  the  well-known  diseases  of  man.  Check 
those  which  are  known  to  be  caused  by  plants. 

(d)  State  in  your  own  words  the  meaning  of  the  poem  on  the 
fly  leaf  of  your  text.  Bring  to  class  some  poem  you  are 
unable  to  understand  because  of  lack  of  knowledge  of 
plants. 

2.  Suggestions  for  study. 

"Where  can  the  information  we  need  for  exercise  (c)  be 
found?"  "What  plants  cause  diseases  of  man?"  No  attempt 
will  be  made  to  study  bacteria  at  this  time.  The  teacher  will 
make  only  such  statements  concerning  them  as  will  be  neces- 
sary to  enable  pupils  to  find  the  information  needed  at  present. 
Pupils  will  be  asked  to  raise  questions  at  this  time  if  they  do 
not  understand  clearly  what  is  to  be  done  or  if  they  wish 
further  suggestions. 


^ee  footnote,  p.  10. 

[24] 


III.  Presentation. 

Subject-Matter 

A  large  part  of  our  occupations 
are  directly  concerned  chiefly 
with  plant  products. 

Vegetables,  grains  and  fruits 
constitute  the  large  part  of  our 
diet.  We  eat  every  part  of  plants. 
Most  of  our  condiments  are  from 
plants.  Indirectly  plants  are  the 
source  of  all  of  our  food. 

Cotton  is  the  principal  cloth- 
ing material  of  the  world.  In  ad- 
dition, linen  is  widely  used.  Arti- 
ficial silks  made  largely  of  wood 
pulp  are  becoming  increasingly 
important.  Jute  and  straw  are 
also  used.  Our  raincoats  and 
overshoes  are  entirely  or  in  part 
of  rubber. 

Most  of  our  houses  are  built 
of  wood.  Wood  is  used  as  interior 
finish  in  houses  built  of  other  ma- 
terials. 

Coal,  oil  and  gas  are  believed 
to  have  been  formed  largely  of 
the  remains  of  plants.  Wood  is 
still  used  as  fuel  in  many  cases. 

Wood  and  rubber  are  used  in 
making  many  of  our  common  im- 
plements and  articles  of  conven- 
ience such  as  handles  for  tools, 
combs,  tires,  etc. 

A  list  of  diseases  will  be  placed 
upon  the  blackboard  before  the 
class  enters  the  room. 


Method 
The  first  two  exercises  are  in 
the  nature  of  review  and  will  oc- 
cupy but  little  of  the  class  period. 
Several  pupils  will  be  called  upon 
to  read  their  summaries  or  para- 
graphs on  each  topic.  All  pupils 
will  thus  be  involved  in  this 
phase  of  the  recitation.  The  class 
will  discuss  the  reports  given. 


Some  of  the  slower  pupils  will 
be  asked  to  check  those  that  are 
caused  by  plants.  Additions  and 
corrections  will  be  made  by  other 
pupils  and  finally  by  the  teacher 


[25] 


Passages    from    many    poems. 
(Only  a  few  can  be  listed  here.) 
"When  Daffodils  Begin  to 

Peer"   from  "The    Winter's 

Tale." — Shakespeare. 
"Spring."     From  "In  Memor- 

iam." — Tennyson. 
"When  the  Hounds  of  Spring." 

Chorus    from   "Atalanta   in 

Calydon." — Swinburne. 
"June."     From  the  prelude  to 

"The  Vision  of  Sir  Launfal." 

— Lowell. 
"  Trees." — Kilmer. 
"A   Ballad   of  Trees   and   the 

Master." — Lanier. 

IV.  Assignment  for  following  day. 


until  a  list,  as  correct  as  our 
present  knowledge  permits,  is 
arrived  at. 

Pupils  will  be  asked  the  mean- 
ing of  the  poem  in  the  text.  A 
class  discussion  will  follow. 

Pupils  will  read  passages  they 
do  not  understand  from  the 
poems  they  have  selected.  The 
teacher  will  attempt  to  explain 
these  if  no  other  member  of  the 
class  is  able  to  do  so. 

The  remainder  of  the  time  (ex- 
cept that  reserved  for  the  assign- 
ment) will  be  spent  in  reading 
poems  selected  by  the  teacher. 
Pupils  will  be  asked  the  meaning 
of  passages  relating  to  plant  life 
or  the  pupils  may  question  the 
teacher. 


iSeep.  11 


[26] 


PLAN  NO.  5 
ALGEBRA  I 

Prepared  by  S.  Helen  Taylor 
LESSON  I 
Development  of  Addition  of  Fractions 
I.  Aim:  To  aid  the  class  in  formulating  a  plan  for  adding  fractions 

with  monomial  denominators. 
II.  Assignment  (made  previous  day.) 

1.  Problems  1-10,  p.  141;  Problems  15,  16,  19,  20,  p.  142.1 

2.  Text:  First  Course  in  Algebra.   Rietz,  Crathorne,  and  Taylor, 

Holt  and  Company. 
III.  Review  and  Development  of  New  Topic. 

Subject-Matter  Method 

1.  A  fraction  is  one  or  more  of     (Direct   questioning   with   board 


the  equal  parts  into  which  a 
whole  has  been  divided;  or  an 
expressed  division;  (3^5  written 
in  form  §). 

2.  Numerator  is  the  first  term 
or  dividend,  and  denominator  is 
second  term  or  divisor. 

3.  A  numerator  numbers  the 
parts  to  be  taken,  a  denominator 
names  the  kind  taken;  or  the 
numerator  is  the  dividend,  de- 
nominator the  divisor. 

4.  Changing  to  equivalent  frac- 
tions by  multiplying  and  dividing 
by  a  common  factor,  also  change 
of  signs  in  fractions. 


work.) 

1.  State  a  definition  of  a  frac- 
tion. (Ask  of  slow  students  until 
it  is  well  formulated.) 

2.  What  are  its  parts? 


3.  Explain  the  meaning  of  these 
words.  (The  Latin  students  will 
volunteer  here.)  j*  , 


4.  In  the  past  week's  work  with 
fractions  what  operations  have 
we  considered?  (Teacher  lists 
these.) 


!This  written  work  constitutes  a  second  day  on  reducing  fractions  to  lowest  terms 
by  dividing  both  numerator  and  denominator  by  a  common  factor.  It  is  handed  in 
near  end  of  hour. 


[27] 


5.  Numerator  and  denomina- 
tor of  a  fraction  may  be  multi- 
plied by  the  same  number  with- 
out changing  the  value  of  the 
fraction. 

6.  Only  similar  terms  can  be 
added. 


7.  Similarity  indicates  that 
fractions  are  alike  in  kind  or 
name,  hence  the  denominators 
are  alike. 


8.  With  simple  fractions  from 
arithmetic  as  \  plus  \  plus  f  and 
finally  with  \  plus^,  and  ^  plus 
^  the  three  steps  of  the  plan 
are  formulated. 

(a)  The  L.C.M.  of  the  denomi- 
nators is  chosen. 

(b)  Each  fraction  is  changed  to 
an  equivalent  fraction  with  this 
denominator. 

(c)  The  numerators  are  added 
and  the  result  written  over  the 
L.C.D. 


5.  Will  you  give  one  funda- 
mental principle  which  will  justify 
our  work? 


6.  In  addition  of  fractions  we 
shall  need  to  recall  our  ideas 
about  algebraic  addition.  What 
are  the  important  facts? 

7.  When  are  fractions  similar? 
(Let  examples  be  given  first 
This  is  a  new  word  as  applied  to 
fractions  but  after  illustrations 
are  offered,  class  will  decide  on 
meaning  in  this  case.) 

8.  The  teacher  suggests  that 
several  go  to  the  board  and  add 
some  fractions.  While  they  do 
this  she  will  give  a  problem  for 
remainder  to  work  on  scrap  paper. 
Let  some  pupil  suggest  fractions 
containing  letters  in  denomi- 
nators, for  pupils  enjoy  making 
their  own  problems,  thus  getting 
on  the  inside  of  it  all.  From  the 
problems  now  on  the  board,  a 
plan  will  be  made  orally. 


IV.  Generalization. 

The  plan  discussed  in  (8)  will  The  teacher  will  have  one  of  the 

be  written  out  step  by  step  best  pupils  work  out  a  type 
with  a  type  problem,  i.e.,  ^  plus  problem  writing  the  reason  by 
5  plus  ^2.  each  step. 

V.  Assignment  for  following  day.  (See  Lesson  II.)1 


LESSON  n 
I.  Aim.  To  test  and  drill  on  addition  of  fractions  with  monomial 
denominators  and  to  introduce  polynomial  denominators. 


]See  footnote,  p.  10. 


[28] 


II.  Assignment. 

1.  Exercises. 

(a)  Perform  orally  the  addition  on  p.  144,  Nos.  1-10. 

(b)  Write  out  problems  1-10,  p.  145. 

(c)  Be  able  to  state  clearly  what  you  are  doing. 

2.  Text:  First  Course  in  Algebra.  Rietz,  Crathorne,  and  Taylor. 
III.  Procedure. 

Subject-Matter 

1.  Questions  on  the  oral  prob- 
lems, or  on  ten  written  problems 
assigned  yesterday  may  be  asked 
by  the  pupils. 

(Not  more  than  10  minutes.) 

2.  Drill  on  simple  addition 
problems.  "Oral  Algebra,"  by 
Golden  and  Fenno,  pages  50-51. 

(Not  more  than  15  minutes.) 


3.  Development  of  new  work. 
Bring  out  the  fact  that  polynom- 
ial denominators  do  not  afford  a 
new  type  of  problem,  i.e.  X23fy2 
plus  ^y  plus  5—  involves  the 
changing  of  each  fraction  to  an 
equivalent  fraction  with  a  com- 
mon denominator,  and  then  the 
addition  of  numerators. 

(Not  more  than  10  minutes.) 

4.  Board  work,  on  problems  of 
type  assigned  for  tomorrow. 

(Not  more  than  10  minutes.) 


Method 

1.  Difficulties  are  to  be  met 
by  pupils  who  volunteer,  unless 
the  teacher  sees  need  of  calling 
on  some  particular  pupil. 

2.  Teacher  skips  around  in  list 
and  in  class  so  that  each  student 
is  thinking  of  same  problem,  not 
of  the  one  ahead.  Name  problem 
and  allow  3  to  5  seconds  to  elapse, 
then  name  pupil.  Make  it 
snappy.  See  that  the  poorer 
students  get  at  least  two  chances. 

3.  Teacher  asks  for  fractions 
with  polynomial  denominators, 
calls  for  suggestions  in  the  work 
and  gets  a  student  to  show  how  it 
is  worked. 


4.  Teacher  dictates  a  problem, 
watches  the  work  of  as  many  as 
she  can,  making  suggestions  by 
question  rather  than  definite 
statement.  To  avoid  being  kept 
busy  by  one  or  two  poor  stu- 
dents, one  or  two  of  the  better 


[29] 


students,  on  completion  of  a 
problem,  may  be  assigned  to 
assist  another  pupil. 


IV.  Assignment  for  following  day.1 


^ee  footnote,  p.  11. 

[30] 


PLAN  NO.  6 
LATIN 
Drill  Lesson 

Prepared  by  Rachel  L.  Sargent 
I.  Aim. 

1.  Immediate:  to  teach  fourth  declension,  a  new  vocabulary,  to 
review  case  uses  of  nouns  by  means  of  a  translation  exercise. 

2.  Ultimate:  to  increase  pupils'  facility  in  translating  Latin,  to 
improve  their  use  of  English,  to  provide  a  background  of  in- 
formation concerning  Roman  civilization,  to  demonstrate  the 
value  of  knowledge  of  Latin  in  mastering  other  high-school 
subjects. 

II.  Assignment,  (made  previous  day.)  Textbook:  Place's  Beginning 

Latin,  p.  203-06. 
III.  Review.   In  this  lesson  to  be  given  in  connection  with  the  advance 

work  as  indicated. 
IV.  Presentation  of  New  Material. 

Subject-Matter  Methods  and  Devices 

1.  Vocabulary  (which  has  not  1.  Pupils  read  the  words  aloud 

been   assigned   to  be  memorized     from  perception  cards  held  by  a 


but  has  been  used  in  preparing 
the  translation  exercise). 


2.  Pronunciation  and  transla- 
tion of  Latin  exercises  into  Eng- 
lish. 

(20-25  minutes  for  1  and  2) 


volunteer  student  while  teacher 
takes  the  roll.  Words  then  as- 
signed for  the  next  day  to  be 
memorized  thoroughly  along  with 
with  English  derivatives.  Teach- 
er during  this  class,  however, 
builds  up  associations  to  fix  words 
in  their  memory. 

2.  Class  looks  at  each  sentence 
carefully  a  few  seconds  then  one 
student  is  chosen  to  pronounce 
the  Latin  through  without  a 
pause  and  with  proper  emphasis. 
Whoever  cannot  do  this  success- 
fully must  read  the  whole  exer- 


[31] 


3.  Fourth  Declension  has  been 
previously  assigned  to  be  memor- 
ized along  with  the  rules  for 
gender.  The  exercises  just  trans- 
lated, which  have  contained 
eight  fourth  declension  nouns  in 
the  different  cases. 
(15-20  minutes.) 


cise  to  the  class  rapidly  the  next 
day.  These  sentences  (which 
have  been  translated  outside  the 
class)  are  then  translated  rapidly 
one  after  the  other  with  no  refer- 
ence to  papers  brought  to  class. 

3.  Teacher  asks  pupils,  all  of 
them,  to  count  the  number  of 
fourth  declension  nouns,  number 
finally  determined.  One  person 
at  a  time  is  asked  to  tell  the  case 
and  the  reason  for  its  use  of  each 
of  these  nouns,  which  the  teacher 
has  listed  by  now  on  the  board. 
The  gender  of  each  is  determined 
by  looking  at  its  limiting  adjec- 
tive or  consulting  the  vocabulary. 
Finally  she  calls  on  a  pupil  to 
make  a  complete  statement  as  to 
the  gender  of  nouns  of  the  fourth 
declension  and  the  principal  ex- 
ceptions; calls  on  another  to  de- 
cline a  fourth  declension  noun, 
singular  and  plural.  The  class  in 
unison  recites  the  endings  with 
attention  to  long  marks.  Teacher 
writes  on  the  board  five  or  six 
nouns  at  some  distance  from  each 
other  and  sends  the  quicker  pupils 
to  the  board  to  write  out  their 
declension  in  full.  (She  will  send 
the  slower  ones  the  next  day  for 
the  same  thing.)  Meantime  dur- 
ing these  two  or  three  minutes 
those  in  the  seats  may  ask  each 
other  as  hard  questions  as  they 
can  think  of  about  case  endings, 
etc.  of  fourth  declension  nouns. 
Board  work  is  quickly  corrected 
and  graded. 


[32] 


V.  Assignment  for  following  day.    (See  Lesson  II.)1 

(5-8  minutes) 

VI.  Summary. 

After  the  assignment,  if  there  is  a  half  minute  or  so  before  the 
bell  the  teacher  has  the  class  run  through  the  fourth  declension 
in  unison  or  through  the  vocabulary  cards. 

LESSON  n 
Translation  Lesson,  Latin  to  English  and  vice  versa. 
I.  Aim. 

1.  Immediate:  to  review  second  and  fourth  declensions,  vocabu- 

lary, write  English  into  Latin,  translate  Latin  story,  discuss 
the  Dative  of  Possessor. 

2.  Ultimate:  the  same  as  in  the  preceding  lesson. 
II.  Assignment. 


1.  Review    second     declension 
and  fourth  declension. 


2.  Vocabulary. 


3.  English  sentences  into  Latin. 


1.  Class  is  requested  to  bring 
in  "Magnus  exercitus"  carefully 
written  out  in  all  cases  as  re- 
quested in  the  suggestions  for 
study,  p.  204  of  text;  also  any 
other  fourth  declension  noun  and, 
second  declension  adjective  they 
care  to  select,  being  careful  to 
make  agreement  in  gender.  They 
are  cautioned  to  recite  these  out 
loud  at  home. 

2.  The  class  is  again  reminded 
to  have  the  fourteen  words 
thoroughly  memorized  with  geni- 
tive and  gender  of  nouns  and  all 
principal  parts  of  verbs.  They 
are  already  practically  learned 
from  so  much  use  of  them,  during 
this  class  period. 

3.  The  first  three  English  sen- 
tences in   Exercise   B   are   to  be 


xSee  footnote,  p.  10. 


[33] 


4:.  Translation    of    the 
The  Haunted  House." 


story 


5.  Two    pictures 
(optional). 


in 


th 


e    text. 


written  into  Latin. 

4.  Teacher  arouses  interest  for 
the  rest  of  the  assignment  by  tell- 
ing just  enough  about  the  story 
to  whet  their  curiosity.  In  this 
case  she  might  ask  if  anyone  had 
ever  known  of  a  "haunted  house" 
and  in  what  way  the  ghost  ap- 
peared. Tells  them  that  in  this 
case  the  philosopher  finds  out 
exactly  why  the  ghost  was  ap- 
pearing. Allows  class  to  estimate 
what  would  be  a  fair  amount  of 
the  story  to  assign.  Stimulates 
those  who  can  read  Latin  more 
quickly  by  saying  that  she  would 
be  very  much  pleased  to  have  a 
few,  if  possible,  read  all  of  the 
story.  Encourages  them  all  to 
practice  reading  it  quickly  by 
getting  them  to  guarantee  as  a 
class  to  read  the  assignment  in  a 
certain  number  of  minutes. 

5.  Teacher  does  not  forget  to 
mention  the  illustrations  in  the 
lesson — the  two  pictures  of  an 
Athenian  coin  and  a  Roman  lamp 
bearing  the  figures  of  Mercury, 
bringing  a  soul  to  Charon  to 
ferry  across  the  Styx.  Calls  for 
three  volunteers  to  be  ready  to 
give  a  minute  report  on  coins 
used  at  Athens,  lamps,  and 
meaning  of  the  Mercury-Charon 
picture.  This  work  is  entirely 
optional  and  brings  no  definite 
increase  of  credit,  merely  the 
approval  of  the  teacher  and  class 
next  dav. 


[34] 


III.  Review. 

Subject-Matter 
1.  Second   and   fourth   declen- 
sions. 


Methods  and  Devices 

1.  Required  papers  quickly  col- 
lected personally  by  teacher  who 
refuses  to  accept  any  obviously 
poor  ones.  Such  pupils  must  pass 
in  better  ones  by  a  specified  time. 
The  class  recites  in  unison  a 
fourth  declension  noun,  then  a 
second  declension  noun.  Several 
of  the  students,  preferably  the 
slower  ones,  at  the  board,  decline 
sample  nouns.  Meantime  those 
(if  any)  who  failed  to  read  or  pro- 
nounce satisfactorily  the  day  be- 
fore, before  the  class,  read  to  the 
class  the  exercises  which  they 
have  now  specially  studied. 
Written  work  at  the  board  is 
quickly  graded. 

2.  Teacher  holds  up  the  four- 
teen cards,  which  have  been  used 
the  previous  day,  with  English 
side  towards  the  students,  calls 
on  individuals  to  give  the  Latin 
on  the  other  side,  including  the 
genitive  case,  gender  of  nouns  and 
principal  parts  of  verbs.  Volun- 
teers then  give  English  sentences 
which  they  have  thought  of  con- 
taining the  English  derivatives 
of  the  Latin  words.  All  the  rest 
of  the  lesson  involves  a  constant 
review  of  grammatical  principles 
and  forms. 

IV.  Presentation  of  New  Material. 

Subject-Matter  Methods  and  Devices 

1.  Three  English  sentences  into  1.  Teacher  asks  one  pupil  after 

Latin.  the  other,  case  or  tense  and  Latin 


2.  Vocabulary. 

(15-20  minutes  for  1  and  2.) 


[35] 


(Such  as:  "The  senate  will 
choose  a  house  suitable  for  the 
highest  magistrate."  These  were 
supposed  to  have  been  studied 
outside  of  class.) 

(10  to  15  minutes.) 


2.  Translation  of  short  story, 
"The  Haunted  House." 

(A  portion  of  which  had  been 
assigned  for  preparation  outside 
of  class.) 

(15-20  minutes.) 


form  of  each  word  to  be  put  into 
Latin  in  the  first  sentence.  After 
the  sentence  is  thus  dissected, 
calls  on  a  pupil  to  give  the  entire 
sentence  in  Latin  rapidly;  finally 
sends  another  pupil  to  write  it 
on  the  board  without  book  or 
paper.  (He  may  glance  at 
teacher's  book  if  he  has  forgotten 
the  English.)  Class  meantime, 
while  first  sentence  is  being  put 
on  the  board,  considers  the  second 
sentence,  etc.  Teacher  or  pupil 
(volunteer)  marks  the  errors,  if 
any,  in  the  three  sentences  on 
the  board.  Class  is  directed  to 
write  out  the  last  two  sentences 
the  next  day.1 

2.  Teacher  may  ask  a  question 
such  as:  "What  did  the  philoso- 
pher's house  look  like,"  or  "What 
kind  of  lamp  did  he  hold  when  he 
went  out  to  the  garden?"  She 
then  may  ask  some  of  the  laziest 
pupils  a  few  pointed  questions 
about  the  story  to  see  if  they  have 
actually  read  it.  If  they  have  not 
she  does  not  let  them  attempt 
any  sight  translation  of  it  but 
requires  them  to  read  the  whole 
story  before  the  class  the  next 
day.  If  they  need  assistance  they 
may  see  her  about  it  outside  of 
class.  The  story  is  now  translated 
by  pupils  who  read  at  least  one 
paragraph  at  a  time  in  good  Eng- 


1Aher  the  drill,  class  has  a  sort  of  intermission  of  about  five  minutes  while  those 
who  volunteered  give  short  reports  as  to  the  Roman  house,  the  coin  of  Athens  and 
lamp  in  the  pictures. 


[36] 


lish.  Before  each  paragraph  is 
read,  a  moment  is  taken  for  all  to 
look  it  through  and  to  ask  any 
questions.  Volunteers  finish  the 
story;  if  there  are  none  the 
teacher  reads  it  herself.  Two 
pupils  called  up  to  read  the  story 
in  Latin  expressively,  now  that 
it  has  been  translated. 


V.  Assignment,    (for  following  day.)1 


iSee  p.  11. 

[37] 


PLAN  NO.  7 
FOODS 

Prepared  by  Anna  Belle  Robinson 
Length  of  period — 100  minutes. 
Place — University  High  School. 

Materials  used — pictures  of  cuts  of  beef,  drawing  of  beef  on  black- 
board, recipe  cards,  round  steak,  etc.,  cards  with  cuts  of 
beef  design,  etc. 
I.  Aim. 

Teacher  s  Aim 

1.  To  teach  the  underlying 
principles  in  the  preparation  of  a 
tough  cut  of  meat. 

2.  To  teach  the  names  of  vari- 
ous cuts  of  beef,  characteristics, 
and  manner  of  preparation. 

II.  Presentation:    Discussion  and  Drill. 

Subject-Matter  Method 

I  have  posted  some  pictures  of 
various  cuts  of  meat.  Please  look 
at  them  carefully  and  then  I  am 
going  to  ask  someone  to  tell  me 
the  name  of  the  cut  I  have  on  the 
table. 


Pupils  Aim 

1.  To  learn  how  to  prepare 
Swiss  steak. 

2.  To  learn  cuts  of  beef,  char- 
acteristics and  manner  of  prepar- 
ation. 


1.  It  is  a  cut  from  the  round. 

2.  Rather  round  in  shape,  a 
round  bone,  not  much  fat  and 
not  much  waste. 

3.  Locates  cut. 


4.  It  is  a  rather  tough  cut. 


1 .  What  do  you  think  it  is  ? 

2.  What  are  the  characteristics 
of  a  cut  from  the  round  ? 

3.  Will  you  please  go  to  the 
board  and  locate  the  cut  on  the 
picture  of  the  beef  I  have  drawn 
on  the  board? 

4.  From  its  location  is  it  a  ten- 
der, tough  or  medium  tough  cut? 


[38] 


5.  Because  the  muscles  of  that 
part  of  the  animal  are  exercised. 

6.  It  will  have  to  be  cooked  in 
the  presence  of  moist  heat  in 
order  to  soften  the  connective 
tissue. 

7.  Recipe  for  Swiss  steak. 


5.  Why  do  you  say  that? 

6.  From  our  experiments  yes- 
terday how  will  this  have  to  be 
prepared  to  be  made  tender? 


7.  I  have  placed  cards  on  your 
desk  giving  directions  how  this  is 
to  be  prepared.  I  am  going  to 
give  you  3  minutes  to  read  them 
and  then  I  shall  ask  someone  to 
tell  me  what  to  do. 

You  may  tell  me  how  we  are 
going  to  prepare  the  meat. 

I  am  going  to  give  you  all  a 
piece  of  the  steak  and  you  are 
each  to  prepare  a  small  Swiss 
steak. 

8.  What  are  we  to  use  to  pound 
the  steak? 

Laboratory  Work 

(As  the  meat  is  cooking'the  following  discussion  is  carried  on.) 


9.  To  break  down  some  of  the 
connective  tissue. 

10.  It  kept  the  juices  from 
being  pounded  out  on  the  board. 

11.  Flour  will  make  it  have  a 
prettier  brown  and  make  it  taste 
better. 

12.  We  sauteed  the  meat  in  hot 
fat.  This  made  it  have  a  brown 
crust  and  also  kept  the  juices  in 
by  searing  over  the  outside. 

13.  We  added  hot  water  almost 
enough  to  cover  it  and  are  letting 
it  simmer  for  60  minutes. 


9.  Why 
steak? 


did    we    pound    the 

10.  But  we  pounded  flour  into 
it.  Was  there  any  reason  for  that  ? 

11.  Does  it  do  anything  else? 


12.  Yes.   What  did  we  do  next, 
and  why? 


13.  Lastly,  what  did  we  do? 


[39] 


14.  Because  moist  heat  dis- 
solves part  of  the  connective 
tissue  and  makes  the  meat  more 
tender. 

15.  I  noticed  the  piece  I  had 
flattened  out  when  I  pounded  it 
and  I  should  think  one  would 
pound  it  to  pieces  if  it  were  thin. 


16.  Pound  steak  to  break  down 
connective  tissue.  Pound  flour 
in  steak  to  retain  juices.  Brown 
steak  to  improve  flavor  also  to 
retain  juices.  Use  water  in  cook- 
ing to  dissolve  part  of  connective 
tissue. 
III.  Review. 

Check   on   previous   day's 
signment. 


14.  Who  will  volunteer  to  tell 
me  whv  we  did  this? 


15.  Did  you  notice  the  steak 
was  cut  about  two  inches  thick? 

Why  do  you  suppose  we  had  it 
cut  so  thick? 

That  is  true.  Also  it  is  cus- 
tomary to  have  Swiss  steak 
thicker. 

16.  Now  will  you  please  sum 
up  all  the  principles  of  cooking 
tougher  cuts  of  meat  we  have 
learned  in  the  preparation  of 
Swiss  steak? 


as- 


I  am  now  going  to  pass  out 
cards  with  a  picture  of  a  beef  on 
them.  The  cuts  are  designated 
but  not  named.  You  may  name 
them  and  tell  whether  they  are 
tough  or  tender  also  how  they 
may  be  used.  I  will  give  you  ten 
minutes  for  this. 
IV.  Comparison — Eating — and  Dishwashing. 

We  still  have  10  minutes  left 
before  our  steak  is  done.  You 
may  wash  your  dishes  and  get 
ready  to  serve  your  steak. 

When  your  steaks  are  done 
bring  them  on  a  plate  to  the 
supply  table  for  comparison. 

If  you  were  making  Swiss  steak 
at  home  would  you  cut  it  in 
pieces  as  we  have  ? 


[40] 


Do     your     mothers     ever     fix 
Swiss  steak  a  little  differently? 
Time  allotment 

Review  and  Instruction   8  min. 

Preparation  of  Swiss  steak 15  min. 

Discussion,  drill,  etc 60  min. 

Comparison 3  min. 

Eating  and  final  dishwashing 14  min. 

100  min. 


[41] 


>>. 


